RtI: Changing the Role of the IAT Aimee A. Kirsch Akron Public Schools Akron, Ohio akirsch@akron.k12.oh.us Urban Special Education Leadership Collaborative November 3, 2006 1
Introductions Akron Public Schools Demographics (2005-06) Asian/Pacific Islander Race Gender Mobility Rate American Indian/Alaska Native Black/African American 1.8% Male 50.76% 40% 0.1% Female 49.24% 48.5% Hispanic 1.0% White/Caucasian 44.8% Attendance Rate Students on Free/Reduced Lunch 93.4% 66% Number of Students 27,289 Multi-Race 3.8% 2
Agenda Overview of Pyramid of Learning Pyramid Coach Role and Function School Improvement Plan Teams Intervention Assistance Teams Challenges Future Direction 3
Ohio Integrated Systems Model (OISM) Academic Systems 1-5% Intensive Individualized Interventions Positive Behavior Supports 1-5% Intensive Individualized Interventions 5-10% Targeted Group Interventions 5-10% Targeted Group Interventions 80-90% High Quality Instruction/Schoolwide Interventions 80-90% High Quality Instruction/Schoolwide Interventions Adapted from OSEP Effective School-Wide Interventions Decisions about tiers of support are data-based F E A D B C 4
Core Components Culturally Responsive Practices Collaborative Problem Solving Explicit Instruction of Academic & Social Skills E D Research Validated Practices F A C B Academic & Behavioral Supports for Each and All Data-Based Decision Making 5
Guiding Principles Our work will be aligned with our common mission, vision, values and goals We will assure achievement for all students using a system of prevention and intervention We will not work in isolation, but rather in collaborative teams focused on teaching and learning We will use data to guide decision making and continuous improvement We will gain active engagement from family and community We will build sustainable leadership capacity. We will communicate to students they are important, they are valued, and we will not let them fail. 6/06 Delivery System: Pyramid of Learning Academic 1-5% Intensive Individualized Interventions 5-10% Targeted Interventions 80-90% High Quality Instruction/ School-wide Interventions Continuous Improvement Outcomes Positive Behavior Supports All Students Achieve to Their Fullest Potential Akron 6 Public Schools
High Quality/School- Wide Interventions 80 to 90% The base of the cone is the universal or school-wide interventions/supports. Represents the core academic and behavioral curriculum Addresses the needs of 80 to 90% of the students if the school appropriately implements effective school-wide interventions 7
Targeted Interventions 5 to 10% The middle of the cone is a targeted intervention or support. Represents those students at risk for school failure Provides for a more strategic, specific and targeted intervention in addition to the core curriculum 8
Intensive Interventions 1 to 5% The top of the cone is the intensive interventions or supports. Represents the smallest percentage of students who are the highest risk of failure The supports are intensive and most often designed to be individualized Frequently includes SWD and other children at high risk of failure 9
3 to 5 Year Plan Readiness for the Pyramid Quest for becoming the first urban EFFECTIVE district in the state District goals to close the achievement gap for African American s R/M; Special Education R/M; and ESL Reading Red flagged for Focused Monitoring (FM) Wanting to answer DuFour s 3 rd question: How will we respond when they have not learned it? Ready to take the next step to use the data more efficiently and effectively 10
PYRAMID COACHES Develop and initiate building-level training for intervention assistance teams in all buildings. A Pyramid Coach will be assigned to support each of the targeted buildings. Supports for each building will include: Assist principal and building teams to develop and monitor Pyramid of Learning. Assist principals and building teams in identifying gaps within their Pyramid and identifying strategies to close gaps. Attend IAT meetings to model staffing of groups of students and progress monitoring. Create a website of evidence-based interventions for remediation of skills in math, literacy, and positive behavior supports 11
The Marriage of Building Level Teams School Improvement Plan (SIP) Teams builds the pyramid Intervention Assistance Teams (IAT) implements the pyramid 12
SIP Responsibilities Establishing a hierarchy of interventions. Establishing universal screening measures to assess student needs. Linking assessment data to intervention programs. 13
IAT Purpose and Mission The Intervention Assistance Team (IAT) is a school based group of people whose purpose is to provide support to all students who are experiencing difficulties, preventing them from fully benefiting in accessing their education, because they are either performing below or above expectations. 14
IAT Responsibilities Create a data driven decision-making process that evaluates the effectiveness and fidelity of the interventions Maintain the integrity of the interventions through continual progress monitoring and documentation of all students. 15
Sample High School Literacy Pyramid LANG! Establish criteria to access intervention Group students based on criteria. CBI: Plato/Holt Credit Recovery Plato Double Period 100 Book Challenge Monitor progress Make adjustments based on findings After school Plato & tutoring 9 th & 10 th grade advisors Reading Across Curriculum Silent Sustained Reading 45 mins/week Core English - Holt 16
Distinguishing Features of IAT To provide ALL teachers with effective and efficient strategies that will be specific and skill based. To ensure implementation and necessary revision of intervention through systematic monitoring. To ensure fidelity of interventions To provide students at risk for failure immediate access to intervention programs Consolidate the number of meetings and reduce the amount of paperwork! 17
Distinguishing Features of IAT (CON T) Ensure process is NOT a gateway to Special Education Arrive at solutions for academic and behavioral difficulties by using a group approach versus individual students 18
Disadvantage of Traditional IAT Models Time-consuming and labor intensive Not systemic: typically focuses on 1 student and 1 teacher at a time May delay access to interventions Poor reliability of implementation of key phases such as problem analysis, data collection, and treatment integrity 19
Akron Public Schools IAT A general education initiative A process that combines existing efforts presently available for providing assistance for students A checks and balance system for buildings to review data, make adjustments in student groupings, and ensure intervention fidelity A means to provide all students with immediate support and service An integral component of the Pyramid of Learning 20
Traditional IAT vs. New IAT Traditional IAT 1 student 20-30 students a year 1 Student x 5 hours of meetings x 6 IAT members = 30 man hours New IAT Group of students 20-30 students a week Progress monitoring Intervention Integrity 21
Who is on the team? Required members: Administrator School Psychologist School Counselor (if one is assigned to the building) Intervention Specialist General Education Teacher Additional members to consider: Speech and Language Therapist Instructors from major content areas 5-7 members At least one member should serve on both the SIP and IAT 22
IAT Member Roles The Administrator plays a crucial role with respect to the IAT process. The Administrator is responsible for assuring that all members of the team adhere to the IAT polices and procedures. He/She is the liaison between the SIP Team and the IAT. Additionally the Administrator has the authority to allocate resources and delegate specific IAT responsibilities. The School Psychologist is the facilitator of the IAT within each building and is responsible for helping to facilitate the IAT process. School Psychologists are an excellent resource for intervention ideas and progress monitoring techniques, as well as invaluable during the initial diagnosis of a specific problem. The Counselor provides information about the whole child. Their expertise is in the area of integrating the student s academic and social/emotional needs, academic and behavioral intervention strategies, community resources, and scheduling options. The Intervention Specialist and Classroom Teacher can provide the team with information regarding approaches that may be used within the school setting. They will likely have a variety of techniques, accommodations, and resources to which other parties may not have access. These individuals are also able to provide feedback on intervention programs that they have utilized. 23
Response to Intervention IAT Evaluate and describe performance for all students Develop and implement instructional approaches that address student need Monitor student progress and response to instructional modifications on a frequent basis Continue cycle of evaluating student growth until goals and expectations are met 24
Service Delivery Manual Akron Public Schools 70 North Broadway Akron, OH 44308 2006/07 25
SIP Pyramid of Learning IAT Progress Monitor Implementation & Fidelity 26
Challenges Resistance to Change Understanding the process Letting go of Problem Solving Model or Pre-Referral Model of IAT Looking at data differently Lack of Intervention Materials Lack of Progress Monitoring Materials Administrative support at building level 27
Future Direction Monitor buildings consistently Implementation at high school level Establish universal PBS programs Identify and implement consistent targeted and intensive math intervention programs across the district 28
Questions? 29